Numerous educational gaps and concerns were identified from subjective data, though no negative attitudes toward the patients were noted. These data will help design a training session for potential clinic volunteers, and suggest that further exploration of educational gaps in caring for homeless patients is warranted.
Numerous educational gaps and concerns were identified from subjective data, though no negative attitudes toward the patients were noted. These data will help design a training session for potential clinic volunteers, and suggest that further exploration of educational gaps in caring for homeless patients is warranted.In this article, we share an innovative framework using Augusto Boal's Theatre of the Oppressed along with Indigenous sharing circles as a pedagogical approach to explore racism with nurses, nurse educators and allied health professionals. Theatre of the Oppressed is an umbrella term that encompasses a variety of participatory and improvisational theatre techniques and games to facilitate dialogue about the problems and oppression that people face in their own lives and to rehearse solutions for acting on these problems (Boal, 2002). The purpose of this article is to detail the methodology of our Indigenous and arts-influenced framework. Using select dialogue that emerged from participants in the workshop, we illustrate how Theatre of the Oppressed, along with Indigenous sharing circles facilitated conversations and raised awareness and consciousness regarding racism, and provided opportunities for health care providers to reimagine race and confront racism within their own practices.Recent epidemics have placed overwhelming demands on health systems, leading at times to the deployment of nursing students during the crisis. Little is known about the impact this experience has on students. Although studies have explored nursing students' knowledge about infection control, there are no specific recommendations regarding how these issues should be addressed in nurse education.
To conduct a comprehensive systematic overview of the literature concerning nursing students in the context of emerging infectious disease epidemics or pandemics caused by zoonotic viruses.
Systematic overview.
Forty-eight articles were included. Five themes were identified education; knowledge, concern about risk and preventive behaviour; willingness to work during a pandemic outbreak; experiences and emotional impact; and ethical dilemmas.
There is a need to enhance nurse education to ensure that students have adequate education in infection prevention and control and the opportunity to develop the skills and attitudes required to provide care to infected patients during a pandemic. The outcomes of these education programmes would need to be evaluated using valid and reliable instruments so as to enable comparisons to be made to prepare future nurses to deal with new pandemics in an increasingly globalized world.
There is a need to enhance nurse education to ensure that students have adequate education in infection prevention and control and the opportunity to develop the skills and attitudes required to provide care to infected patients during a pandemic. The outcomes of these education programmes would need to be evaluated using valid and reliable instruments so as to enable comparisons to be made to prepare future nurses to deal with new pandemics in an increasingly globalized world.Student nurses are expected to implement a caring practice in order to become professional nurses. Caring has remained the art and science of nursing, which student nurses learn from professional nurses during clinical practice. The South African Nursing Council mandates professional nurses to teach and supervise student nurses to master the art of caring during clinical practice. Caring is taught through role-modelling of daily nursing activities.
This study was performed to gain an understanding of South African student nurses' experiences of professional nurses' role-modelling of caring.
Phenomenological, qualitative research. Purposive sampling of fourth-year student nurses.
focus groups, observations and field notes. The data were analysed using Giorgi's modified Husserlian five-step method. https://www.selleckchem.com/products/ly2584702.html Ethical principles were respected.
Three themes were identified. Theme 1 inconsistency in the clinical environment; Theme 2 effective and ineffective role-modelling of caring and Theme 3 carelessness cascading.
The study facilitated an understanding of student nurses' experiences of professional nurses' role-modelling of caring. Recommendations to facilitate professional nurses' role-modelling of caring in a public hospital were formulated Mentorship training, recognition system for professional nurses, clinical support for student nurses, open channels of communication, random nurse leader rounds, employee wellness program, workshops and positive learning environment promotion.
The study facilitated an understanding of student nurses' experiences of professional nurses' role-modelling of caring. Recommendations to facilitate professional nurses' role-modelling of caring in a public hospital were formulated Mentorship training, recognition system for professional nurses, clinical support for student nurses, open channels of communication, random nurse leader rounds, employee wellness program, workshops and positive learning environment promotion.Doctor of Nursing Practice programs prepare nurse leaders for unique roles to address healthcare needs across the quality spectrum. However, additional mentoring and training in implementation science and analytical skills is needed to effectively lead system-wide quality initiatives.
The purpose of this article is to describe the planning, implementation, and evaluation of an innovative post-doctoral DNP Quality Implementation Scholars Program developed through an academic-practice partnership to address this need.
Throughout the one year post-doctoral program, we evaluated student experiences qualitatively using focus groups and quantitatively using standardized course and instructor surveys to assess overall programmatic goals. Program outcomes were evaluated from the perspective of the academic-practice partnership planning committee through a Qualtrics© survey.
Strengths of the program included the in-depth mentoring by faculty and relationships built across the larger health system. Both scholars and the planning team noted that the system-wide project implemented by the scholars was relevant, timely, and quality-focused.